Pixel International ConferencesPixel International ConferencesThe act of reading and writing for actual teenagers students seems to be mostly related to an enforced rather to an enjoyable activity. How can we abridge the gap between reading and high-school students? How can we deescalate their repulsion towards literature and non literature text? How can we soften the phenomenon of “writer’s block” towards the empty sheet of paper? The introduction of serious, well organized and purposeful playful activities in the language and literature lesson, concerning reading and writing, seems to be part of the answer to the above questions. Therefore, in this paper, are presented applied and evaluated as effective ludic activities of reading and writing in language and literature lesson. Such ludic activities concerning reading, are, indicatively: the empty box (students deposit images, ideas, feelings triggered by reading), the reading pantomime (students represent in small scale applied dramatization acts ideas, facts, conditions that are read), the reading scaffolding (students are guided with note-diaries and reading helping papers in referent and aesthetic reading). Ludic activities concerning overcoming “writer’s block” and acquiring writing skills are, indicatively, text transformative exercises (altering, adding or canceling writing techniques or expression modes or textual elements).
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Keywords |
ludic activities, reading and writing skills, high-school students |
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REFERENCES |
[1] Anderson, P. M. & Rubano, G. (1991). Enhancing Aesthetic Reading and Response. Theory and Research into Practice. Urbana, IL: National Council of Teachers of English. [2] Beghetto, R. A., & Kaufman, J. C. (2011). Teaching for creativity with disciplined improvisation. In R. K. Sawyer (Ed.). Structure and improvisation in creative teaching. Cambridge: Cambridge University Press. [3] Bishop, W. (1990). Released into Language: Options for Teaching Creative Writing. Urbana, IL: NCTE. [4] Gross, P. (2010). Small Worlds: What works in workshops if and when they do. In D. Donnelly (Εd.), The Writing Workshop Model: Is It Still Working? (pp. 52-62). Clevedon: Multilingual Matters. [5] Huizinga, J. (1960). Homo Ludens. A Study of the Play-Element in Culture. Boston: The Beacon Press. [6] Kotopoulos, T. & Nanou, V. (2015) The Restitution of Creative Writing into Greek Educational Reality. In Harper, G. (ed.) Exploring Creative Writing. Voices from the Great Writing International Creative Writing Conference (pp. 147-160). Newcastle: Cambridge Scholars Publishing. [7] Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press. [8] Rosenblatt, L. M. (1995). Literature as Exploration. New York: The Modern Language Association. |
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